第一篇：農(nóng)村初中健美操教學的現(xiàn)狀分析與策略

健美操與農(nóng)村中學體育教學

河山鎮(zhèn)中心學校 柯海濱

【摘要】： 健美操運動，作為一項具有極高健身價值和終身體育首選項目，自20世紀80年代傳入我國以來，就以其獨特的魅力吸引著越來越多的人們?nèi)⒓舆@項運動。并且以其優(yōu)良的運動特點和鍛煉價值及其對新課標的良好適應性，很快被收入中學體育教材。這一運動在城市中學校園中早已普及開來，但在農(nóng)村中學中卻一直遭受著冷漠。本文通過對農(nóng)村中學現(xiàn)狀進行分析，總結(jié)了幾點教學措施。

【關鍵詞】：健美操；農(nóng)村中學；新課標；終身體育

健美操是一項融體操、舞蹈及音樂為一體，以健、力、美為特征，達到增進健康，培養(yǎng)正確的身體形態(tài)，塑造沒的體形，陶冶情操的大眾健身方式。它分為健身健美操（又稱大眾健美操）和競技健美操。自20世紀80年代傳入我國以來，一直深受廣大健身愛好者所鐘愛。尤其是大眾健身操。幾十年來發(fā)展迅速。如：街舞健身操、踏板健身操、搏擊操、啞鈴操等等。無論男女老少，都可以根據(jù)自己的身體情況和意愿選擇適合自己鍛煉的健美操。

健美操與其他體育項目相比較，其主要特點在于健身美體的實效性、健心娛樂的群眾性和節(jié)奏鮮明的時代性。所謂健身美體的實效性，指的是健美操在全面鍛煉人體的基礎上，還可以對身體的某一部位進行有針對性的鍛煉，如：腰腹健美操，胸部健美操，形體健美操等，是人們鍛煉身體的同時又進行了身體形態(tài)的修正，這種健身美體的實效性正是當代人從事體育鍛煉的選擇與追求。而健身娛樂的群眾性主要體現(xiàn)在鍛煉過程中接受美、享受美、與表現(xiàn)美的愉悅之中，體現(xiàn)在健美操帶給人們熱情奔放的情感體驗之中。那么節(jié)奏鮮明的時代性則指健美操必須在音樂伴奏下練習。它的音樂一般取材于節(jié)奏感鮮明且強烈的現(xiàn)代音樂和具有特點的民族樂曲，這使健美操體現(xiàn)出一種鮮明的現(xiàn)代韻律感，人們在練習中容易激發(fā)情緒，振奮精神?？焖脔r明的節(jié)奏，熱情奔放的情緒，充滿活力的動作，這些與時代相吻合的特色，也是健美操得以迅速發(fā)展的原因之一。

健美操作為一項運動項目，之所以如此受大眾的熱愛有其獨特的鍛煉價值：

1，促進身體的正常發(fā)育，增強韌帶和內(nèi)臟器官的功能，發(fā)展身體的柔韌、協(xié)調(diào)等基本素質(zhì)，增進健康，增強體質(zhì)。

2，培養(yǎng)正確的身體形態(tài)，矯正不良的身體姿勢。

3，協(xié)調(diào)發(fā)展人體各部位的肌肉群，是人體均勻和諧的發(fā)展，塑造美的形體。4，培養(yǎng)正確的審美觀、良好的風度、性格和品德，陶冶美的情操。

盡管健美操有如此多的優(yōu)點和魅力，并且早就出現(xiàn)在中學教材里。但在農(nóng)村中學中基本沒有學生會跳健美操。學生們大多聽過這個詞，然后就再也沒有跟多的了解了。那么健美操為何在農(nóng)村中學會遭此冷遇呢？

一、教師因素

1，體育教師的非專業(yè)性

目前，在大部分農(nóng)村中學中，仍有體育教師是非體育專業(yè)畢業(yè)的，有些是從部隊出來的退伍軍人，有些是學校富余的其它專業(yè)教師。他們從未經(jīng)過任何培訓，僅憑對體育的某個項目有些愛好就可以擔任體育教師了。他們認為體育課就是帶學生玩玩、跑跑步、打打球。這種觀念是及其錯誤的，根本沒有意識到體育課不光是讓學生強身健體，還要注意學生在學習過程中發(fā)揮自身的主動性和創(chuàng)造性，培養(yǎng)學生的體育興趣與愛好，為終身體育打下基礎。有調(diào)查表明健美操就是最適合終身體育選擇的項目之一。2，體育教師的老齡化

在農(nóng)村中學，大部分教師都是在20世紀90年代以前任教的，并且絕大部分教師都是?？茖W校畢業(yè)的。那時的健美操還沒有在全國各地高校中普及，教師自身沒有這個基礎，那么在教學時也就很難有很好的收效。自身的動作不夠協(xié)調(diào)，姿勢不夠優(yōu)美是很難引起學生學習興趣的。再加上大多數(shù)學校對體育的態(tài)度都很冷漠，這也挫傷了教師們再學習的熱情。3，教師技能的單一性

大多數(shù)教師只有一兩個較擅長的運動項目，在教學時都是以自己的專長為主，面對自己較熟練的項目，教學時可以就輕架就熟，課堂效果也還過得去。而面對自己不是很擅長的項目時，就不盡如人意了。在農(nóng)村中學里都是以男教師居多，而男教師一般都是愛好球類的。這也是農(nóng)村中學健美操課難以開展的原因之一。

二、學校因素

1，班主任

提倡素質(zhì)教育已有些年頭了。但在農(nóng)村中學仍擺脫不了應試教育的魔力。在農(nóng)村中學體育仍是一門邊遠學科。在體育教學中班主任起到了舉足輕重的作用，他們?nèi)匀皇且磺幸灾锌己透呖紴樽罱K奮斗目標，不顧學生的心理感受和要求。甚至有些班主任認為體育課可有可無，而且誰都可以教。我就曾聽一位班主任說過：“體育課還不好教嗎？我也可以教，不就是讓學生玩玩嘛！”。也有些班主任認為，如果學生對某個體育項目產(chǎn)生了興趣會讓他們無心對學，這樣會嚴重音響他們今后的學習和班級的學習風氣。更有甚者根本不讓學生在體育課上多活動，他認為這樣學生就難以靜下來聽接下來的課了，更不用說開展時代性較強的健美操課了，那還不會毀掉學校的學風嗎！2，管理者

農(nóng)村中學的部分管理者的對素質(zhì)教育的認識并不比有些班主任高。他們心目中的體育課就是為了應付中考及上一級領導的檢查，他們對學校體育是學校教育的重要組成部分認識的也不是很到位，他們只知道體育活動能增強學生體質(zhì)，提高運動技能，對于體育是發(fā)展智力，陶冶情操，鍛煉意志，培養(yǎng)集體主義精神，增強組織紀律性的重要途徑就不太關注了。更不用說通過健美操等其它運動項目來滿足學生的不同愛好了。

三、學生因素

1，對健美操運動的認識及意識不夠

雖然健美操傳入我國已有幾十年的歷史了，而且發(fā)展的也很迅猛。但在農(nóng)村中學仍然有學生沒聽說這一運動。盡管有些學生聽說過，當我打算給他們上健美操課時，有學生卻和我說：“老師，我已經(jīng)挺瘦了不需要減肥的。”我當時真實覺得又好笑又好氣。孩子們不知道健美操不光可以減肥還可以健身；同時還可以鍛煉我們的形體、陶冶我們的情操；培養(yǎng)我們的審美能力。當然就更不會通過健美操來展現(xiàn)自我、提高自信、豐富自己的課余生活了。2，男女生性別差異所導致的愛好差異

男生好動女生愛靜，這是中學生的一個特點。大部分男生喜歡一些帶有沖撞性和格斗性的項目，如籃球、足球等，尤其是高中生。而女生則喜歡一些活動幅度小及展現(xiàn)肢體的動作。如游戲，廣播操之類的項目。農(nóng)村中學師資力量相對較差，一直沒有進行男女生分班教學。當我給他們上健美操課時，大部分男身都會叫嚷嚷：“這是女生做的東西”。教球類時女生又嚷嚷。這足以說明男女生的愛好有極大的差異。

綜上幾點原因，本人想談談自己對實施健美操教學的幾點措施。1，提高農(nóng)村中學體育教師的素養(yǎng)

加強非專業(yè)體育教師的業(yè)務水平及能力，提高他們對體育教育的認識及新課程改革的理解，同時也要強化專業(yè)教師的業(yè)務水平及能力，樹立終身學習的意識，、與時俱進。適應知識結(jié)構(gòu)的變化，走在課程改革的前沿。

2，加強班主任及學校管理者對學校體育的認識

如今，隨著社會多元化的發(fā)展，對人才的需求也是多元化的。為了適應社會的需求出現(xiàn)了很多職業(yè)類學校，這些學校的出現(xiàn)緩解了學生的升學壓力，因為有些學校根本不看學生的文化成績。這為很多不愛學習的學生找到了退路。同時也給學校的學習風氣帶來了負面影響。許多沒有學習壓力的學生迷戀上了網(wǎng)吧，還有些不愛學習的學生成了群結(jié)了隊，無所事事的學生一旦聚在一起就不會干出什么好事來。我們的班主任和學校管理者應該認識到這一點，通過一些具有時代性的運動項目來吸引他們的興趣愛好，充實他們的課余生活，這不但增強了學生的體質(zhì)，還可以陶冶學生情操，鍛煉意志，培養(yǎng)集體主義精神，增強組織紀律性。這可是學校體育教育的重要組成部分。3，提高學生對健美操運動的認識

中學生對新事物的接受能力是非常強的，利用這一特點，我們可以加強對農(nóng)村中學學生認識教育。首先教師可以通過理論介紹讓學生認識健美操的特點及鍛煉價值。并通過一些影視資料來激發(fā)學生的學習興趣。教師要經(jīng)常一些富有激情的套路動作來刺激學生的直觀感受，從而引起學生的學習熱情。

4，提高學生對健美操中“美”的認識和追求

俗話說“愛美之心，人皆有之”。但每個人對美的認識是大相徑庭的。我們有些男生認為留個奇怪的長發(fā)就很美，有些學生穿些奇裝異服覺的很酷，有些女生一只耳朵上帶了四五個耳環(huán)，甚至認為誰帶的多誰就最美。對于中學生來說，這種審美觀念是極不健康的。這一切都是他們對美沒有一個很好的認識。我們知道健美操的特征是健、力、美。我們要將其中的美展現(xiàn)給他們。讓學生體驗健美操運動中的節(jié)奏美、肢體美、自信美、表情美、奔放的性格美，最重要的是體驗健康美。讓學生從內(nèi)心感覺到美的存在，從而培養(yǎng)學生正確的審美觀念和良好的品德。

總之，健美操作為一項教學內(nèi)容早已在教材中出現(xiàn)。在很多城市校園，健美操有了很多花樣，也跳出了校園的青春氣息。若想讓它在農(nóng)村中學同樣散發(fā)出美麗的光芒，需要我們學校的支持；學生的配合及教師的不斷努力。尤其是我們體育教師的宣傳和引導作用。

參考文獻

[1] 鄭其飛.淺析健美操在農(nóng)村中學開展的必要性[M].新課程學習(綜合).2010年11期 [2] 吳亞明.農(nóng)村中學忽視體育問題值得注意[M].湖南教育.2008年Z1期 [3] 李慧娟.淺析健身健美操對學生身心的影響[J].體·音·美.2006.11.[4] 于云龍.何琳.<<中小學學生體質(zhì)健康現(xiàn)狀分析[J].專題與學科.2004.8:113

第二篇：淺談農(nóng)村初中作文教學的現(xiàn)狀與策略

淺談農(nóng)村初中作文教學的現(xiàn)狀與幾點策略鹽城市鹽都區(qū)鞍湖實驗學校張松元

[內(nèi)容摘要] 寫作對于學生來說是用所學的語言將自我的體驗表達出來的一種方式，同時也是對學生語文綜合素質(zhì)的檢閱。但農(nóng)村初中作文教學現(xiàn)狀不容樂觀，存在寫作態(tài)度、寫作方法等諸多問題，原因也很復雜，針對以上現(xiàn)狀，筆者提出幾點應對策略。

[關鍵詞]農(nóng)村初中作文教學現(xiàn)狀與策略

作文，是學生語文綜合能力的體現(xiàn)，是檢查語文教學效果的重要手段，同時又是一個人的人文素養(yǎng)的表現(xiàn)。多年來，各種陳規(guī)戒律禁錮著農(nóng)村初中作文教學，受思想局限，受素材貧乏，一個閱歷并不深廣的農(nóng)村初中生很難寫出質(zhì)量好的文章。如何打破寫作的瓶頸之約？筆者進行了一些有效的探索與嘗試。

一、農(nóng)村初中作文低效教學的現(xiàn)狀：

首先、農(nóng)村初中學生的作文基本功較為薄弱、起點不是很高、閱讀量較少，詞匯積累普遍貧乏，每當寫作時常常覺得無從下手，不知寫什么好，不知怎么寫。而農(nóng)村家長呢，一來外出打工或做農(nóng)活而無暇顧及孩子的學習，二來農(nóng)村家長自身文化水平低而無力為孩子進行作文指導。

其次、農(nóng)村初中的學生寫作態(tài)度較差，有大部分學生視寫作文為一種精神負擔和苦差事，主動性和積極性不高，對于每周的兩次練筆繳納態(tài)度隨便，要么東拼西湊，要么隨便應付了事。練筆內(nèi)容不是“流水賬”，就是內(nèi)容空洞、虎頭蛇尾，總體上是農(nóng)村學生對作文的重視程度不夠。

最后、農(nóng)村初中的學生抄襲作文的現(xiàn)象比較嚴重，對寫作不認真構(gòu)思，充分準備資料，挖掘素材，而是著急的東翻作文書西找參考類文，從來都沒有動動腦子從生活經(jīng)驗和心靈體會中尋找創(chuàng)造靈感的動機。

二、農(nóng)村初中作文低效現(xiàn)狀的產(chǎn)生原因：

其一、缺少濃厚的寫作興趣農(nóng)村初中有的學生就沒有寫作欲望，或完全不想作文，老師一說寫作文就唉聲嘆氣，焦眉愁臉。老師要他們交作文，他們就敷衍，搪塞一篇，連自己也不知道寫了些什么，缺少濃厚的寫作興趣。著名教育家夸美紐斯曾說過：“興趣是創(chuàng)造一個歡樂和光明教學環(huán)境的主要途徑之一?！本椭袑W生的寫作而言，興趣是非常重要的一個因素。有興趣才會引起注意，有興趣才能激起情感，激發(fā)興趣作為一種寫作的動機，從而提高作文教學的效率。其

二、缺少足夠的課外閱讀閱讀是“源”，作文是“流”。沒有“源”哪有“流”呢？閱讀不但使學生產(chǎn)生寫作的欲望，而且大量的閱讀積累還會在內(nèi)容、構(gòu)思、語言方面，對寫作產(chǎn)生潛移默化的影響。有句名言“熟讀唐詩三百首，不會寫詩歌也會吟”說的就是這個道理。特別是農(nóng)村初中的學生更談不上有多少閱讀時間和數(shù)量（多數(shù)學生的父母在外打工，留守的孩子們靠爺爺奶奶、或外公外婆、或其他親人照看。這些留守兒童，一來那些代理家長不懂得該給他們買什么樣的課外書，二來有的還根本買不起，即使買了也沒有時間看）。學生從小學到中學的十幾年時間里，很少閱讀，或者是讀了，卻沒有讀精品，語言詞匯就貧乏，思想、情感更貧乏。一個各方面都貧乏的人，對寫作自然沒有興趣，自然“沒有寫的”。所以要寫好作文，首先要有大量的閱讀，而且要讀精品，有豐厚的積累。試想一下語文課本只有30多篇課文，又能滿足學生多大的閱讀需求呢？其

三、缺少豐富的課余文化生活農(nóng)村初中的孩子們一上初中，由于家長“望子成龍”、“跳農(nóng)門”的心情，孩子們似乎自覺不自覺的被家長隔離于電視、電腦、報紙之外了，課堂上所發(fā)現(xiàn)學生視野的狹窄、知識的貧乏讓我憂慮！孩子 1

們被埋在上課——作業(yè)——在上課，重復循環(huán)的枯燥生活中，日久失去了生活的視聽感——情感的觸動，他們是情感蒼白的一代，基本沒有太多的喜悅體驗，而多的基本是抱怨！如此，怎么能他們有一個豐富的精神世界和精彩的心靈世界呢？筆下怎可有靈動的文字流淌呢？

其四、缺少對生活的感受與體驗按理說，農(nóng)村初中學生，有十幾年的學校生活、家庭生活和社會生活，自然有許多見聞、體驗和感受，應當有一定的“胸中積蓄”，不應該沒有寫的呀。可是，生活過，見聞過，并不等于有所感受，有所體驗。學生對周圍的事情無興趣。那么他們對生活過，見聞過的事、物就不會用心去思考，沒有用情去感受，更不想去親自體驗，他們那些寫作材料就不能轉(zhuǎn)化，就不能成為“積蓄”。一旦老師要他們寫作文，他們就瞠目結(jié)舌，就記流水帳，感情空白，認識膚淺。

三、農(nóng)村初中作文低效現(xiàn)狀的應對策略：

第一．激發(fā)學生作文的興趣

㈠創(chuàng)設情境以激趣教師應努力創(chuàng)設各種有效寫作情境，以激發(fā)學生對寫作的興趣，充分發(fā)揮學生的主體作用，引導學生在寫作活動中能動自主、創(chuàng)造性地感悟人生和社會，充分獲得生活經(jīng)驗的頓悟與積淀。如在“寫自己熟悉的人”寫作前，先讓學生聽歌曲《父親》，并反思在日常生活中父親的多種關愛，使學生一開始就快速入境，沉浸在“父愛”的特定情境中，正所謂“未成曲調(diào)先有請”；接著在音樂的伴奏聲中播放課文錄音，讓學生再一次直觀地感受到有聲語音帶來的情感觸動；然后進行寫作，讓學生用心去挖掘、體驗、反思那份濃濃的親情。

㈡巧設活動以激趣利用課外活動時間組織“賽詩會”、“故事會”、“我是小小導游員”、“新聞播音員”、“辯論賽”等活動。使學生在活動中既鍛煉了口語表達能力，也訓練了思維。“跳繩、踢毽子比賽”、“丟沙包”等活動，既鍛煉了身體，又為寫作提供了素材?！坝^察校園的變化”、“看農(nóng)村的變化”、“春游”、“秋游”、“野炊”、“外出參觀”等活動，拉近了學生與自然的距離，提高了審美情趣，從而激發(fā)了表達美的欲望，寫作成了他們的需要。讓他們做生活的有心人，去留心生活、觀察生活、思考生活、記錄生活。讓學生多記日記、周記，養(yǎng)成在有所見、有所聞、有所思、有所感時隨時記錄下來的良好習慣。勤于積累素材，在作文時才可信手拈來。喜歡上寫作也就不是什么問題了。

㈢佳作評優(yōu)以激趣學生作文完成后，教師應及時給予評改，抓住學生作文中的亮點給予激勵。有句話說的好：“欣賞出天才?！币簿褪钦f，每個人都需要善意的贊美，作為老師更為重要。老師贊美學生是一種感情投入，是驅(qū)使學生奮發(fā)向上、銳意進取的動力源泉。所以，我首先對學生在作文中的每一點進步，或者一篇劣作中的某一“閃光點”經(jīng)常給予夸獎，加以鼓勵。不用一把尺子衡量學生，而是針對不同層次的學生采用不同的衡量標準。其次，我每隔一段時間選取幾篇優(yōu)秀作文放入板報中，貼在“作文園地”里，或在學校廣播臺上播出，或向報社推薦發(fā)表，大多學生好勝心很強，這些活動能讓他們寫作興趣倍增，從而克服懼怕作文的心理，都認為自己有能力寫好，也愿意拿出自己的習作請老師修改。對較成功的作文，還可以作為范文宣讀，或辦班報、校報，讓學生的作文變成印刷品等形式，進一步培養(yǎng)學生的寫后興趣。對每一個學生都要給予成名成家意識的引導，培養(yǎng)學生作文的長期興趣。

第二．留足學生的閱讀時間

㈠利用早讀、活動課，進行廣泛閱讀利用早讀、活動課，教師可以讓學生廣泛閱讀語文自讀課本，古詩文誦讀以及各類文學名著；可以印發(fā)中考滿分作文，時文選萃的早讀材料；可以讀我們的《鹽阜大眾報》、《半月談》、《中學生閱讀》等報刊雜志，吸取更多的營養(yǎng)，增加與生活聯(lián)系。同時教師應給學生的閱讀

以正確的引導，教會學生正確的閱讀方法，培養(yǎng)學生良好的閱讀習慣；引導學生積累詞匯，訓練語感，積累素材，訓練思維，學習寫作方法；引導學生多記讀書筆記，寫讀后感。

㈡利用課前五分鐘，進行美文共賞?！拔恼虏皇菬o情物，字字句句吐衷腸”。好的文章不但能引起讀者的共鳴，而且能觸發(fā)讀者的情感，讓它一瀉千里。因此，讓學生多讀、多看、多聽好文章，對提高學生的寫作水平是有極大幫助的。但我們的教學進度那么緊，從哪里去擠時間呢？我個人認為最好是課前5分鐘左右。因為一般課前幾分鐘，課室都是吵隆隆，亂作一團，直到老師來了，課室才能安靜下來。但如果我們能充分利用好這課前5分鐘的話，那將是一筆相當可觀的財富。試想一下，如果每節(jié)課都能抽取5分鐘左右，讓學生進行美文共賞，欣賞一篇好文章。

第三．教給學生寫作的技巧

㈠．開設寫作指導課我認為，作文課堂教學應當是教學生如何寫作文，教學生習作的技巧。教師應當，也必須跟同學們一起探究，共同發(fā)現(xiàn)這些關于如何寫作的技巧。比如寫人的文章，寫作的對象各不同，但寫人的手段卻就是那幾樣：以事寫人，正面描寫，側(cè)面襯托，外貌描寫，語言描寫、心理描寫、行動描寫，又如老師在和學生一起課文《口技》后，獲得了關于“運用側(cè)面描寫表現(xiàn)人物特點”的寫作技能：寫作方法——運用側(cè)面描寫表現(xiàn)人物的特點：①以人襯人；②以物襯人；③以景襯人。初中階段，我們可以根據(jù)學生寫作，教給學生擬題、開頭、結(jié)尾、選材、立意等技巧，并經(jīng)過扎實的訓練，就會逐步形成學生綜合的寫作能力。

㈡．寫作中先扶后放先幫扶學生一下，如布置作文題目后，提供相關素材，學生視野不夠開闊，作文時無話可說，老師若能在布置作文題目的同時給他們提供一些寫作素材，也許情形就不同了。一方面，學生有話可說，另一方面，還可使學生思考如何取舍和組織材料，會在無形中提高學生的構(gòu)思能力，同時也會讓學生自覺養(yǎng)成了解社會、關注人生和獨立思考的習慣。有些老師喜歡在臺上大談自己對題目的理解，這無疑會制約學生的個性思考。不思考，也就不會有提高。要讓學生做好“思維體操”，首先可讓幾名學生分別說出他們對作文題目的理解以及具體的構(gòu)思，從而引發(fā)全體師生的爭鳴，越討論，主題越明朗。這樣一來，作文審題便水到渠成地結(jié)束了。在進行習作指導時應根據(jù)當次作文實際，抓住關鍵，直切要害。等學生習慣養(yǎng)成了，學生便有了自己的視野與思考，老師也就不必再提供素材與審題了，作文便成功了一半。

第四．創(chuàng)新作文訓練的模式

㈠．以讀促寫，創(chuàng)新思維大膽采用創(chuàng)新講法，挖掘課文創(chuàng)新寫作的基點，搭建閱讀與寫作之間的橋梁，激發(fā)學生寫作的沖動和激情。如在學完安徒生的《皇帝的新裝》后，我們在教學中可以及時地啟發(fā)學生思考：“當皇帝的游行大典舉行完畢后，會有什么事情發(fā)生？兩位騙子未來的命運如何？”然后布置學生寫一個《皇帝的新裝續(xù)篇》，這樣，學生定會情緒高漲；又如教學魯迅的《從百草園到三味書屋》，可以讓學生用“不必說??也不必說??單是??”的句式仿寫一段話等。

㈡．以記促寫，片段訓練從作文訓練的角度看，片段寫作是訓練的重要環(huán)節(jié)和有效辦法。一是片段意思相對完整，二是片段在文章中相對獨立，三是片段比較簡短，四是訓練完了可以馬上反饋，具有很好的時效性。其中寫日記、周記是很有效的方法。

寫日記、周記，培養(yǎng)他們觀察生活，抒寫情感的能力和習慣，訓練他們堅持寫作文的毅力。要求聯(lián)系自然生活，四季更替和天氣陰晴雨雪的現(xiàn)象，一草一木、一禽一獸等都可以成為語文作業(yè)資源。適時地抓住它們、讓學生感受它們，獲取第一手寫作素材，并與書籍中的相關描寫相比照，從而提高學生的認知及寫作水平；聯(lián)系農(nóng)村家庭生活，農(nóng)村家庭中發(fā)生的重大事件，舉辦的重大活動，乃至社區(qū)文化風俗等也可以成為語文作業(yè)資源；聯(lián)系社會熱點，如在每年的“感動中國”頒獎晚會前，我都會要求學生觀看晚會，寫一篇觀后感。

㈢．以說促寫、寫評結(jié)合作文應包括口頭作文和書面作文。培養(yǎng)學生作文的能力，具體地說，即教學生學會用口頭語言和書面語言通順地表達自己的思想。其實，從整個寫作過程來看，“聽”和“讀”是信息輸入寫作個體的過程，而“說”和“寫”是寫作個體信息輸出的過程。寫作個體不論是“說”還是“寫”，都要求個體經(jīng)歷一個思考的過程，即構(gòu)思的過程。在這個過程當中，個體要對信息進行加工處理、確定表達中心、選擇適當方式以及表達的順序等。實際上，“說”比“寫”對于寫作個體而言，往往提出了更高的要求?！罢f”要求個體思維必須敏捷，反應必須迅速，要求個體根據(jù)環(huán)境的要求隨機應變、見機行事，迅速作出反應。因此，進行說話訓練，提高說話能力，是寫好文章的基礎。所以，在寫作教學中，應該把“說”和“寫”緊密結(jié)合起來，相輔相成，共同提高。

先給學生作文要求或?qū)懽髑榫?，再請幾位同學上臺進行三分鐘口頭作文(說)，接下來就一氣呵成，形成文字(寫)，如我先拿出一支粉筆，把它折斷，然后拋向空中，掉在地上，踩成粉末。接著就叫大家根據(jù)這一情景發(fā)揮想象，口頭作一篇作文。同學們都爭先恐后的上臺陳述自己的看法，有的想到了生命，有的想到了鎮(zhèn)壓，有的想到了奉獻，有的甚至想到了地球的引力——一個連我自己都始料不及的內(nèi)容。最后讓他們把自己的觀點、想象，也可以揉合進其他人的聯(lián)想寫出一篇完整的文章。

做完后全班交換評改（評），我在平時的教學中嘗試著讓學生互評，將主動權(quán)交還給學生，當然，讓學生評改不是簡單的將教師的工作推給學生，而是讓學生參與到作文的修改與評判的活動中來，在這個過程中要注重引導和指點，并教會學生互評的方法和原則。如讓他們對文章的錯別字、病句、優(yōu)美語句、篇章結(jié)構(gòu)及主題思想等諸方面作總體評價。然后交回來，教師總覽，再由幾個同學對本次作文進行綜合分析。同學們的批改各有特色，不少同學的評語幾乎比作文原文的篇幅還要長，可稱得上精美的賞析文章。通過互評互改，同學們對文章的分析評價能力得到了鍛煉，相互學習，相互啟發(fā)，特別能夠取長補短，提高自己的寫作水平。

以上是我對學生寫作能力培養(yǎng)的幾點心得體會。作為我們農(nóng)村初中來說，其實語文的作文教學是一個長期潛移默化的過程，教師在教學過程中需引導學生融入生活，體會生活，用心感悟，珍惜學生的每一次的心靈觸動，鼓勵學生的每一次的靈感捕捉，相信學生的寫作水平自然會逐漸地提高。

參考文獻：

1．《 中學生作文消極心理分析及對策》重慶市石柱縣南賓中學文志萍

2．《以片段訓練為抓手構(gòu)筑有效的作文課堂教學》馬鞍山市第一中學胡良華

第三篇：農(nóng)村初中英語聽力教學現(xiàn)狀分析

CONTENT

Abstract……………………………………………………………………………………………..i 摘 要…………………………………………………………………………………………….ii 1.Introduction ………………………………………………………………………………………1 2.Current situation of English listening teaching in rural areas………………………………… 2 3.Listening problem of junior middle school students in rural areas…………………………….2 3.1 The pronunciation problem....................................................................................2 3.2 Vocabulary problem...............................................................................................4 3.3 The lack of grammar knowledge.............................................................................4 3.4.Inadequate background knowledge.........................................................................4 3.5 Psychological problem...........................................................................................5 3.6 Inappropriate listening habits..................................................................................6 4.Strategies for helping students solve listening problem 6 4.1 To explore efficient method of listening teaching.......................................................6 4.1.1 Choosing the appropriate materials.................................................................7 4.1.2 Creating a harmonious atmosphere of teaching................................................7 4.1.3 Paying attention to teaching art......................................................................7 4.1.4 Making a variety of classroom activities.........................................................8 4.1.5 Organizing extra-curricular activities..............................................................8 4.1.6 Setting the scene..........................................................................................8 4.2 To strengthen students?phonology...........................................................................8 4.3 To combine the four skills.......................................................................................9 4.3.1 Combination of intensive listening and extensive listening................................9 4.3.2 Combination of listening and speaking............................................................9 4.3.3 Combination of listening and reading.............................................................9 4.3.4 Combination of listening and writing............................................................10 4.4 To enhance cultural knowledge of English language.................................................10 4.5 To develop the independent awareness of studying about rural students......................10 4.6 To improve teaching facilities of English in rural area...............................................11 4.7 Other strategies....................................................................................................11 4.7.1 Expanding scope of reading..........................................................................11 4.7.2 Mastering skills..........................................................................................11 5.Conclusion 12 Bibliography 14

1.Introduction

The object of English teaching is to develop the ability of students? acquiring information and communicating with others.During the English teaching, it is true that listening, speaking, reading, and writing are four basic skills.However, listening is very important part of English teaching, and listening is basis for developing other skills and provides a basis for language learning.But it is also the most difficult of all the learning skills for learners to master.When listening, listeners follow the speaker, thinking about what the speaker is saying and what is going on in the mind of the speaker, guessing the speaker?s opinions and attitudes and catching the true meaning of the speaker?s words.Listening itself accounts for almost half of the commutative activities in one?s daily life.In addition, learners should have the knowledge of phonetics, vocabulary and grammar.According to the status quo, on the other hand, the level of listening teaching is decreasing in the countryside.Many learners are afraid of listening, looking on it as more difficult than any other skills and pay much attention to training their ability to speak, read and write.The Result if this causing directly affects the activeness of students who study English listening after, and increase the difficulties of learning to listen.With the deepening if reform and open-up in our country, the distance between the poor and the rich is becoming more and more bigger.At the mostly rural countries, English listening class start with the junior middle school.It is believed that this is a key point that students are encouraged to exercise their ability to listen from this time.From now on, students must accumulate basic knowledge in case they cannot catch up with others after learning roads, for instance, in college.In view of this situation, it is necessary to emphasize the importance of English listening in rural country.In this article, we start with conditions of the middle school listening teaching, point out some problems and design some activities in the beginning of the class.Then we focus on some activities of teaching English listening and insist that the activities should be emphasized on the process of listening, rather than the result of listening.What?s more, students should attach more great importance to the elementary knowledge, such as phonetics，assimilation, enough vocabulary, etc.In this paper, listening problem and strategies of junior middle school in rural area.We will discuss them in details in the follow parts: 2.Current situation of English listening teaching in rural areas China is a developing country.Its economic development is not balanced and production and living standard of rural are very low.Especially in rural country, lack of modern teaching facilities and making structure of teacher-resource unreasonable which affect directly or indirectly students? listening.And the pursuit of short-term examinations also influences English listening.Even most excellent teachers go to developed regions rather than staying at work in the countryside.3.Listening problem of junior middle school students in rural areas Listening is an important mean of language learning.It is one of the significant ways in English language communication.However,(RenXiaoping,2001：1-2)puts forward some statistics show that nearly fifty percent students regard listening comprehension as the most difficult part among all kinds of examinations.in the following parts ,listening problem of junior middle school students in rural areas will be explored.3.1 The pronunciation problem It is clear that “ Phonetics is defined as the study of the phonetic medium of language”, Dai Weidong proposed.(WangQiang，2002：35).If students want to listen and understand the general language materials, they must make every effort to listen and understand each word, which is very important.English, as a new language for Chinese students, usually appears some problems exactly on phonetics, such as the mistakes on pronunciation, intonation, and all kinds of skill like word stress, assimilation, etc.For instance, the phrase “tinned meat”, in the informal occasion, its pronunciation is described as /tin｀mi: t/.-Ed among tinned is omitted.The pronunciation of n assimilates /m/ just as following examples: That boy—thap boy

Ten people—tem people In English, Many short words have two or more than kinds of pronunciation: accented mode and one or more than one weak stress.The word in non-stress position of sentence usually appears with mode of weak stress.However, the word in stress position mainly appears with stress mode.But there are many exceptions, sometimes stress appears in position on non-stress Such as the following dialogue: A: You had better give him the key.B: I am going to do it.These two sentences in the pronunciation as follows: “Him” appears with weak stress.On the other hand, it is assimilated by give so that the pronunciation of these two words changes.But in the second sentence, “going to ”and “do” also appear with the form of weak stress.These changes of pronunciation caused the difficulties for the listener.Sentence stress is the relative strength or key point of words on pronouncing among sentence.When people speak, not every word is stressed.All in all, notional words are stressed, but functional words appear with weak stress unless the speaker intended for being emphasized.Good understanding function of sentences can help learners understand implied meaning of sentences in the process of listening comprehension.The following dialogue will serve to illustrate the point:(Man)Is anyone coming to class today?(woman)Relax.It is ?barely ?two.Question: What does the woman mean?

a.Only two people came to class so far.b.The man should take a nap.c.It is not very late.d.The teacher is too strict.The correct answer is c.The lady emphasizes “barely” and “two” in the dialogue.But some students think that he emphasize the reached number.In fact, the woman wants to express this meaning that it is too early to worry about the students? present situation.3.2 Vocabulary problem English has a wide vocabulary and it is a very flexible language.Size of English vocabulary, the proficiency of grasping and phenomenon of polysemy and homonym bring about a certain difficulties for students' listening comprehension.During the process of listening comprehension, listener should not only do the exercises of sound recognition, but also learn more vocabularies.As(Li Guanyi,2008:2-3)put forward that “Some English words have a common root but are used in very different senses.Consider human and humane, for example.Their origin is the same and their meanings are related, but their usage is distinct.A human action is not the same thing as a humane action.We cannot speak of a Declaration of Humane Rights —There is a weapon called a humane killer, but it is not a human killer.” For example, the following two sentences: a：She was fast asleep.b: She ran fast.“Fast” has different meanings in the different contexts.However, students usually make a wrong conclusion according to familiar words which they master.Sometimes using different words can express the different meaning.For example, “Dianti”, British use “l(fā)ift”, but American use “elevator”;“Ren Xingdao”, British use “pavement”, But American use “sidewalk”.Besides, for instance, first floor, it represents the second floor in Britain, but in American it represents the first floor.3.3 The lack of grammar knowledge Some students have not solid grammar skills and idioms in listening so that they misunderstand the original meaning of sentence with fuzzy concept or misunderstanding grammatical structure of sentences.As the following examples: “It is unnecessary for you to go there.” In this sentence, if students do not know that unnecessary is antonyms of necessary, they will misunderstand this sentence, even the opposition to the meaning.So grammar can help students catch the implication of the vocal sounds, and understand them well, and it is also the essential condition of a whole passage comprehension.3.4.Inadequate background knowledge

Language is the medium of culture, and special culture produces different characteristics of the language background.In China, English is a foreign language(EFL), not a second language(ESL).Both students and teachers are doing their jobs under their condition which quit different from that such as in the US.Even most of articles on English listening textbooks were written by European or American.If students do know the social system, customs, way of thinking and values and so on about western countries, they will be difficult to understand the materials while listening.Consider an ignorant of foreigners for Chinese culture at all, for example.When he or she hears of moon cakes, dumplings, and couplets among Chinese traditional culture, we can hardly ask him or her to have a correct understanding for these.For example, the implication of Chunjie and Dizhu cannot be represented by the Spring Festival Landlord completely.Plum, orchid, bamboo and chrysanthemum is to Chinese what cowboy is to American.The core of culture is the spirit, including social system, customs, way of thinking and values and so on.China and the western countries including Britain and America, due to the difference of the geographical location, the existing social system, cultural formation and developing process, there are fundamental differences in this aspect.The different values construct different styles of communication and language behavior patterns between the East and West.3.5 Psychological problem

The process of listening comprehension is a very complicated psychological one.So it is very important of students to have a good state while listening.But linguists tell us that it is easy for one to produce frightens when he is at his nervousness.If students meet some words or sentences they do not understand by chance, they will have the fidgets, even some students are afraid of listening at the very beginning.It has designed a variety of obstacles about the important information, and lowered the degree of listening comprehension.On the other hand, the loudness and the articulating of the sounds, the noise made by inside or outside factors, etc, 6

may become barriers affecting the students? listening well.(ZhangQi,1996.10：1)put forward that “Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings, and it is an analysis of the language signal perception.The process of the language perception is an activity of the short-time memorization.”

How do the students overcome psychological factors? Firstly, teachers should attempt to organize their classes in English, what?s the most important point, students can concentrate on their attention while listening.Secondly, using the first five minutes efficiently before the class, or the revision time, ask students to listen to the radios in English.Never be afraid of it.Psychological quality is quite important to do everything, so does listening comprehension.3.6 Inappropriate listening habits The main purpose of listening is to understand the general idea of the material.During the listening process, students should try their best to catch the main contents which the key point.For instance, some students cannot directly understand materials in English, but with the help Chinese, experienced the process of a heart translation.Besides, students usually do their utmost to get the meaning of each word, each sentences.Once they meet a new word or a difficult sentence, they will stop to think so that they cannot catch up with the speed any more.In fact, it is unnecessary to understand every word, every sentence, only should catch the main idea, that? enough.Therefore, it is necessary for teacher to point out the bad habits and then help the student from good habits.4.Strategies for helping students solve listening problem 4.1 To explore efficient method of listening teaching Teaching methods are an important part of improving the level of students? English listening.Students need to be instructed by teachers in the class.Then teachers should motivate students? activeness and stimulate students? enthusiasm for listening English.Meantime students should study pronouncing rules, listening skills and background of relative culture, etc.There are five ways in listening activities for teachers: choosing the appropriate materials, creating a harmonious atmosphere of teaching, paying attention to teaching art, variety of classroom activities, organizing extra-curricular activities, which will discuss in detail as follow: 4.1.1 Choosing the appropriate materials Before having the class, teachers must choose and analysis the materials.(Jeremy Harmer,2000:100)put forward that “Teachers need to listen the tape all the way through.That way, they will be prepared for any problems, noises, accents etc.That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” By doing so, the teacher will know the length of the materials, the difficult points and the focus of the materials, so the teacher can decide in advance how to go with the teaching in class.4.1.2 Creating a harmonious atmosphere of teaching One kind of democratic, harmonious, loose classroom atmosphere let the students be at one kind of best study state.In the classroom a teacher's look or smile can bring certain influence to the student.Teacher is teaching with English.The teacher must use some body language according to the text content for letting students understand.Teachers should let students Participate in actively and initiatively to build up confidence.4.1.3 Paying attention to teaching art Another way is that the teacher can use some simple tools to stimulate students? interest for listening.First of all, it is crucial point that students? need must be met many tools which teachers use, including colored chalks on the blackboard, multimedia classroom and so on.These tools can create a vivid situation of English learning, and Stimulate and the cultivate students' interest for English learning.Taking advantage of multimedia technologies can make remote and strange environment convert colorful teaching situation so that students can get better comprehending and make students do their best to avoid the disturbances of mother tongue.Then the teacher should let the students speak English with beautiful pictures and melodious music.In a word, letting the student learn English in a state of happy is very

important.4.1.4 Making a variety of classroom activities Teenagers? hyperactivity and naughty is a normal psychological phenomenon.In English class, the teacher should grab the students? individuality to urge them to learn.In particular, it is very

important that the teacher organize class activities.(Wangqiang,2002：90)put forward that “This type of activity works very well as an information gap activity between pairs of students.” For example, one student draws a simple picture and then tells his or her partner how to draw it in English.Neither partner can look at each other?s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.4.1.5 Organizing extra-curricular activities Listening is not only trained in the class.The teacher should let students get out of classroom to contact outside environment instead of staying inside.So the extra-curricular activities are important mean of teaching, and it is good for increasing knowledge and opening horizons.Extracurricular activities organized purposeful can make students learn lively independently, and can also stimulate students? enthusiasm for learning.4.1.6 Setting the scene Another type of activity is to set the scene for the students.For example: picture, video, TV etc.Listening to passages in the classroom can be more difficult than listening in real life due to the lack of context.So the teacher can help provide the background information to activate learners? schema or illustrate the picture to help students to understand the main idea, so they will be better prepared to understand what they hear.4.2 To strengthen students’ phonology Teachers should strengthen students? basic training of phonology.On the other hand, students should study to distinguish vowels and consonants within words, to identify stress, weak stress and tone.And teachers should let students more contact with listening exercises of phonology and tone to eliminate the obstacles for phonology.All Ears made by Zhejiang Education Press is valuable training material

for listening.4.3 To combine the four skills 4.3.1 Combination of intensive listening and extensive listening Intensive listening and extensive listening are indispensible in the listening training.Intensive listening is to let students listen some materials again and again until students understand completely.For instance, the student takes measures to listen each sentence among the college entrance examination English listening in these years.Then they check and correct errors.Or the student can repeat material contents after listening, and answer relative questions in order to let teachers know the students? degree of mastering for materials.The purpose of extensive listening is to catch main idea, to listen different tones, to develop good sensitivity and clear and fluent speed of language and to enlarge knowledge.The teacher must cope with their relation between these.To sum up, extensive listening is the basis of intensive listening, and intensive listening is the deepening of extensive listening.What's more, using extensive listening drives intensive listening.4.3.2 Combination of listening and speaking.Listening and speaking are indispensible.The student must listen to understand in order to say.Only do students understand, they can say after that.Therefore, The teacher should organize actively students to use every chance to say English, and to use English to show themselves.However, the student should make full use of English Corner to exercise their oral English.Different tones in oral English can express different emotion, attitudes and meanings.Only do students more exercise, they can grasp that different tones show different feelings in the context.Furthermore, more exercises on oral English can make students better distinguish different tones which express different meanings.To conclude, speaking can improve listening, and listening can drive speaking.4.3.3 Combination of listening and reading Reading can develop the language sensitivity and the flow of speech while listening.The combination of listening and reading can make tong, structure and meaning get together, and reduce errors of judging.For teachers, they should let

student develop good habits of reading half hour each day while listening.All in all, whatever the materials of listening and reading are texts or passages, the student start with recording with words, then they can read with recording without words.At last, the student can be read synchronously with sensitivity and reading.4.3.4 Combination of listening and writing.The exercises of listening and writing are very important for improving the level of listening.Listening and writing are the process of brain labor that need needs the high attention of concentration with limited time and stimulates actively students? whole language knowledge.In the process of listening and writing, the student only understand directly and memorize, which can make the whole contents write down completely while listening.When a student can better take down contents which he or she listen, he or she will understand the content, hat?s not a question.4.4 To enhance cultural knowledge of English language In communicative habits, a nation's cultural characteristics in language reflects mainly sentences with words and tone of Voice, therefore, must be considered the cultural factors in the language.Due to students' growth in rural area, so their knowledge of English culture is relatively scarce with information block.In view of this, the teacher must instruct consciously students know politics, geography, history, social system and so on.4.5 To develop the independent awareness of studying about rural students.The success of English teaching in college relies on students? independent awareness of studying.And the differences of student's individuality also require students to promote corresponding training in listening, speaking, reading, writing according to their specific conditions.Therefore, the independent training can help students' listening comprehension improve.Nevertheless, how should students do in junior middle school? Specifically speaking, teachers? duty is very important.As people, playing is children? nature, they are very active, especially junior middle school.They are hard to calm down if teachers do not stop them properly.So teachers should make reasonable plans in order to meet students? taste, and help them carry out plans.Gradually the student will form good habit after class.4.6 To improve teaching facilities of English in rural area It is true that listening teaching has taken place changes fundamentally for modern multimedia languages which make computer, VCR, recorder, projector, network and teaching software of listening, etc.put together and make images, audio, video, storage and transmission integrate.With the development of modern educational technologies, multimedia computer as the core of the foreign language teaching has become the developing direction of foreign language teaching reform.Therefore, national education sector and rural secondary school should change with the times, and attach importance to the English teaching of rural junior school.At the same time, they also increase investment in rural country, and improve teaching facilities, and recruit excellent teachers.4.7 Other strategies 4.7.1 Expanding scope of reading.Now listening is related to reading.The more students read, the higher rates of lexical reiteration become.Moreover, the student can avoid the process of a heart translation to digest directly material contents of listening.Generally speaking, if a student has few scope of reading, his or her speed of reading will be low.So their sped of listening is not fast, and their understanding is not deep.For teachers, they must make a point of reading training to improve speed of reading.Even they should guide students to avoid deliberating one by one word.It is proper that students can only catch main idea and grasp important details within limited time.The improvement of reading speed can promote acceleration of thinking tempo.In this circumstance, the student can keep up with speed of listening.4.7.2 Mastering skills Using listening exercises improves skills of listening and changeable abilities which is an effective way for English listening.At the beginning stage of listening training, the student can take notes.For instance, they should put down name, place, time, Age and so on in the materials.The objective of doing this is to regard these information gotten down as references.On the basis of this, students then use their

brain to memorize.Now students must pay attention to the training of micro-skills on listening, and catch the beginning and ending of articles to make their every effort to grasp theme and key sentence.At last, students should browse options on questions, and then predict the content and genre in the listening materials.For some implied problems, the student must make the most of their imagination and experience to understand, guess, promote, and notice the background knowledge and usage of English.If necessary, the student can use PaiChuFa to eliminate impossible answer.5.Conclusion In the final analysis, on one hand, we all know some problems which exist in the English listening are phonetics, stress , weak stress, etc.On the other hand, we also put forward some solutions to deal with these problems.Just as teachers change their practice activity they gain new insights about the learning potentials of their students.(Zhang Jianzhong,1999:290-297), “These success have encouraged teachers to preserve in their effort to design learning experiences that provide multiple entry and exit points for their students.” In fact, teachers did not teach the phonetics and phonology in the junior middle school.Main practice on listening is about the textbook which has a small part for training listening.But the listening teaching is limited, It must add some activities.In the listening activities, according to the certain purpose, it can choose different skills: scientific training on listening, harmonious atmosphere in the class, paying attention to teaching art, making a variety of classroom activities, organizing extra-curricular activities and so on.These types of activities can be designed into games, which are popular for student.Above all, we make a point of teachers? role.More importantly, we also cannot ignore students? importance.In most cases, students should even take the initiative to exercise listening.For instance, students should master skills, including cultural knowledge of English language, developing abilities of reading and writing, etc.Besides there?s no exception that the government should make a point of education concerning rural country, for the government must provide substantial financial support and teaching equipment.In short, teachers play a important role of supervision, students play a

dominant role, and the government play a role of adjuvant in the junior middle school in the countryside for the improvement of listening level.If we excellently cope with the relationships between students? role, teachers? role and the government, we will not worry about improving the level of English listening.If they can perform their duties, the improvement of listening will not prove to be a problem in the junior middle school in the countryside.Bibliography

[1].Jeremy Harmer.How to teach English〔M〕.北京：外語教學與研究出版社，2000.6:100 [2].Ren Xiaoping.Listening Barriers Among Chinese Students and Training Tactics〔J〕.延安教育學院學報，2001：1-2 [3].Zhang Qi.Psychological analysis in listening teaching and radio programs teaching〔J〕.云南教育學院報，1996.10：1 [4].戴煒凍 A New Concise Course on Linguistics for Students of English〔Z〕.上海：上海外語教

[5].李觀儀 新編英語教程〔Z〕.上海：上海外語教育出版社2008.8 [6].王薔 A course in English language teaching〔Z〕上海：高等教育出版社，2002.5：90 [7].章兼中 外語教育學〔Z〕.浙江.浙江教育出版社，1999.15

第四篇：農(nóng)村初中英語口語教學現(xiàn)狀分析與對策探討

農(nóng)村初中英語口語教學現(xiàn)狀分析與對策探討

[摘要] 農(nóng)村初中生英語口語學習還存在著不少問題。這其中既有學生自身的原因, 又有教師和環(huán)境的原因。本文提出了消除學生的心理障礙, 激發(fā)學生口語學習的動機, 提高教師素質(zhì), 改善教學條件, 改進教學方法, 開展課外活動創(chuàng)造學生說英語的環(huán)境等解決對策。[關鍵詞] 農(nóng)村初中英語口語學習

新一輪基礎教育課程改革將英語口語教學放在了更加突出的地位。我國的初中英語口語教學在城鄉(xiāng)之間存在著巨大的差距。《英語新課程標準》特別強調(diào)要培養(yǎng)學生綜合運用語言的能力, 英語教師應該加強口語教學。對于很多農(nóng)村初中生來說, 英語是一個相對薄弱的科目, 英語口語學習也存在諸多問題。本文主要是對農(nóng)村初中生英語口語學習存在的問題及如何有效地改進農(nóng)村英語口語教學作了一些探索。

一、農(nóng)村初中英語口語教學存在的問題(一)學生方面

1.說英語的動機不強

英語口語學習既是一個認知過程, 也是一個情感過程。英語口語學習的成敗除了學習環(huán)境、自身的語言能力以及教師的教學風格和教學水平之外, 還涉及學生本身的情感因素。而在學生的情感因素中, 學習動機是決定英語口語學習成敗的關鍵?？傮w來看, 農(nóng)村初中生英語口語學習動機偏弱。這其中有很多原因, 如: 農(nóng)村初中生對英語口語學習價值認識不夠;沒有端正自己的學習態(tài)度;口語學習目的不明確;教師不重視口語教學;沒有說口語的環(huán)境等。

2.對說英語有心理障礙

首先, 很多學生在英語口語課堂上表現(xiàn)出膽怯心理。這樣的心理問題常常導致學生在口語表達上的障礙, 一張口就緊張, 一緊張就語無倫次。久而久之,形成條件反射, 進而更加懼怕發(fā)言。其次, 相當一部分學生由于英語基礎差, 或者發(fā)音不標準, 存在著嚴重的自卑感。最后, 有的學生在口語課堂上不愿采取積極主動的態(tài)度。很多學生在課堂上趨向于隨大流、缺乏表現(xiàn)欲。這樣一來, 課堂上大部分學生基本不開口說英語。(二)教師方面 1.專業(yè)教師短缺

很多高等院校英語專業(yè)的畢業(yè)生不愿到農(nóng)村去任教, 造成農(nóng)村初中缺乏高素質(zhì)、高水平的英語專業(yè)教師。在有些學校, 英語專業(yè)畢業(yè)的教師少之又少甚至沒有, 很多英語教師是跨專業(yè)的, 甚至存在一個教師同時上英語和其他主科的現(xiàn)象。

2.英語教師口語水平不高

農(nóng)村初中大部分英語教師口語較差, 又缺乏有效的口語能力培訓, 課堂口語用量少, 嚴重影響了學生口語交際能力的培養(yǎng)?，F(xiàn)行的考試制度和評價體系尚不完善, 許多教師為了讓學生聽得更“ 明白”, 學得更“ 徹底”, 索性用普通話甚至方言教學, 而且整個課堂全是詞匯、句型和語法的講解和練習。學生在英語語言交際上則成了“ 啞巴”。學生掌握的是抽象的語法規(guī)則, 記憶的是一大堆沒有用過的詞匯。最終學生做習題的能力得到了提高, 而聽、說、讀的能力并沒有得到鍛煉。3.教學理念落后

許多農(nóng)村英語教師缺乏學習教學理論的熱情, 他們一味憑自己的感性經(jīng)驗教學, 往往一種教學方法一用就是幾十年, 不會隨著現(xiàn)實情況作出相應的改變。有的教師想對自己的教學做出改變, 但由于任課偏多,工作量大, 沒有時間去鉆研教學理論, 連開展必要的集體備課、評課等教學研究活動的時間都很難得到保證, 教研氛圍可想而知。

4.教師沒有充分利用現(xiàn)有教學設備

許多教學方法的落實都必需借助一定的教學設備。如在口語課堂上, 磁帶、錄音機、光盤、VCD 等是最基本的口語教學設備。這些設備一般的學校都具備,可是有的英語老師不重視利用, 有的覺得放錄音麻煩,領到了配套教學磁帶和錄音機也不放給學生聽。在條件稍好的農(nóng)村中學配有幻燈機或多媒體教室, 但由于大部分英語教師沒有機會參加培訓, 操作這些設備顯得很困難。5.教學方法不當

英語口語教學有其特殊性。注重英語的交際性,需要教師和學生的共同參與?？谡Z課的好壞與教師的教學方法緊密相關。如教師什么時候糾正學生的錯誤是一個很值得探討的問題。有的教師認為在口語課上的一個重要特點是“ 挑錯”、“ 糾正”, 并認為這是嚴格要求學生的表現(xiàn), 其實口語教師最主要的任務是幫助、鼓勵學生開展口語活動, 用各種方法達到學生口語練習的最大實踐量。對于學生的錯誤要區(qū)別對待,不能“ 有錯必糾”。在口語課上有的教師沒有耐心聆聽，基礎差的學生說英語, 隨意打斷學生說英語, 這極易挫傷學生說英語的積極性, 會讓更多的學生不敢開口說英語。(三)環(huán)境方面

農(nóng)村初中英語教學條件差。目前, 部分學校有錄音機、VCD 機、電視機等電化教學設備, 只有極少數(shù)學校建有語音室和電教平臺, 與教材相關的配套材料缺乏。英語教師上課基本上是一本書、一支粉筆, 最多加一臺錄音機。教學條件簡陋, 加上農(nóng)村學生接觸課外英語的機會甚少, 在這種環(huán)境下要說一口流利的英語是不大現(xiàn)實的。

二、農(nóng)村初中生英語口語學習困難的解決對策(一)消除學生的心理障礙

師生間的情感關系是師生關系一個極為重要的方面, 它對教學過程、教學效果以及師生關系的全面發(fā)展都產(chǎn)生重要作用, 是教學過程中的重要變量之一。良好的師生關系可以消除學生的心理障礙。學生對他們喜愛的老師, 總會伴隨著某種信賴感, 這種信賴感可以給予教師的教學以潛在的魅力, 即“ 親其師, 信其道”, 它可以排除各種障礙, 產(chǎn)生積極的反應, 從而實現(xiàn)以情促知、以知增情、情知交融。在這樣的課堂教學中, 學生想開口、敢開口, 能夠營造一個良好的英語口語表達氛圍。

(二)激發(fā)學生口語學習的動機

動機是激勵人們?nèi)バ袆拥膬?nèi)部動因和力量, 它包括個人的意圖、愿望、心理沖動或企圖達到的目的等。對學生來說, 學習動機在學習中發(fā)揮著重大作用。英語口語學習的好差與學生的學習動機有極大的關系。學生如果缺乏對說英語的興趣、求知欲、好奇心等動機因素, 就難以形成經(jīng)常說英語的習慣。因此教師要引導學生樹立正確的目標, 采用靈活的教學方法, 通過新穎的內(nèi)容, 消除差生焦慮情緒, 提高他們的成就動機水平, 培養(yǎng)他們說英語的興趣, 使他們感覺到說英語是一種享受, 最終產(chǎn)生強烈地說英語的動機。(三)壯實教師隊伍, 培養(yǎng)高素質(zhì)口語教師

英語教師在農(nóng)村相對短缺, 加上有些優(yōu)秀英語教師因為工資待遇低, 生活和工作條件差, 流失到沿海發(fā)達地區(qū)。要想搞好農(nóng)村英語口語教學, 壯大農(nóng)村英語教師隊伍是首要解決的問題, 這需要當?shù)亟逃鞴懿块T及學校管理部門出臺相應的政策, 引進大量的英語教師, 并用合理的激勵措施吸引和留住優(yōu)秀的教師。除了要吸引教師、留住教師, 還要逐步去培養(yǎng)優(yōu)秀的教師。培養(yǎng)高素質(zhì)的英語教師, 應從兩方面著手。一方面教師要注重自我提高。教師要有自我提高意識,在教學實踐的基礎上要不斷的總結(jié)教學的得失, 理出一套既有特色又切合實際的口語教學方式。另一方面學校要組織教師參加培訓。把對如何使用英語組織教學和如何恰當、有效、簡潔明了地使用課堂英語進行上課作為培訓重點。(四)添置教學設備, 改善教學條件

由于受經(jīng)濟條件的限制, 農(nóng)村初中英語教學條件整體上還很落后。多數(shù)學校只給英語教師配備了一部錄音機, 許多農(nóng)村初中沒有一個語音室, 與教材配套的教學資料、圖片等也沒有。要提高農(nóng)村中學英語口語教學質(zhì)量, 首先, 農(nóng)村初中英語教學迫切需要國家及各級政府的投入, 加強英語教學的配套設施建設,努力改善英語教學條件。其次, 農(nóng)村初中教師要合理利用現(xiàn)有的教學設備, 盡量讓學生多聽純正的英語。(五)改進教學方法

1.努力創(chuàng)設說英語的氛圍, 增加學生的聽說量。

英語教師應該盡可能為學生創(chuàng)造英語學習環(huán)境。如在課堂教學中, 應盡可能使用英語教學, 最初運用比較簡單的英語口語, 隨著詞匯量的增加, 口語的容量可以逐漸的增大。

2.面向全體學生, 尊重學生。教師要盡量讓每一位學生都敢于“ 張開嘴巴”。英語教師應針對不同層次的學生安排難度不同的任務, 讓每一位學生都能開口說;同時老師應密切關注學生的情感體驗, 在適當?shù)臅r候給予學生幫助, 在學生缺乏信心時給學生一個微笑, 向?qū)W生投去鼓勵的目光。

(六)開展課外活動創(chuàng)造學生說英語的環(huán)境

課外活動是課堂教學的有益補充, 為了鞏固和增強學生學習的效果, 教師應設計和組織內(nèi)容豐富、形式多樣的課外活動。如口語大賽、看英語電影等, 給他們更多的運用英語進行實踐的機會, 為學生說英語提供一個更廣闊的天地。

參考文獻: [1] 羅運春.論情感因素在農(nóng)村初級中學英語教學中的作用[J].農(nóng)村教育研究, 2006 ,(3).[2] 任偉卿.農(nóng)村英語學習與農(nóng)村教育[ J].中國農(nóng)村小康 科技, 2006 ,(7).[ 3] 聞群英.初中英語口語教學的開口秀攻略[ J].教學 月刊, 2006 ,(6).[4] 胡建成.農(nóng)村英語教學面臨的困難及思考[J].池州師專

第五篇：談初中文言文教學現(xiàn)狀與策略

教學論文

初中文言文教學的幾點策略

科目：語文 單位： 姓名：

初中文言文教學的幾點策略

摘 要：初中階段，培養(yǎng)學生閱讀淺易文言文的能力的重要意義，勿庸置疑。然而文言文教學卻不盡如人意,.作為閱讀教學改革的“瓶頸”，仍有“新鞋走老路”之嫌。新語文課程標準明確指出：語文課程“應致力于學生語文素養(yǎng)的形成與發(fā)展”。為改變初中文言文教學中存在的現(xiàn)狀，提高文言文教學的實際效果，本文力圖以主體參與思想，從理論和實踐的角度，論述學生主體參與文言文教學的重要意義，提出文言文教學中需把握的四個策略,指點如何與文本對話的門徑，幫助克服在對話中遇到的困難，以激發(fā)學生與文本對話的興趣，從而使學生真正感受到古代優(yōu)秀文化的美，并繼承中華民族的傳統(tǒng)道德，提高學生的人文素養(yǎng)。

關鍵詞: 文言文教學 實施策略

據(jù)《南京晨報》報道，現(xiàn)在很多中學生讀不懂古文、不愿看傳統(tǒng)經(jīng)典文學作品，缺乏讀寫技能、不懂中外傳統(tǒng)文化和基本文史知識、缺乏人文素質(zhì)的“傳統(tǒng)文盲”并不少見。隨著新一輪課改的全面推進，現(xiàn)代文閱讀教學正逐步改變“少、慢、差、費”的低效局面，呈現(xiàn)出勃勃的生機。但是，文言文教學作為閱讀教學改革的“瓶頸”，仍有“穿新鞋走老路”之嫌。許多教師雖然更新了教育理念，在不知不覺中卻仍使學生沒有朗讀、自行領悟和思考的時間，使本應充滿詩意與活力的文言文教學變成了一潭死水。文言文教學成了目前語文教師最不愿深究、也難以探究的領域，公開課、評優(yōu)課，很少有教師愿意選擇文

二、在教學方法上，實施“授漁”策略。

文言文與現(xiàn)代文不同，對于現(xiàn)代文，學生易于通過文字直尋主題。文言文則不然，不了解古代文化和特殊的詞法、句法現(xiàn)象，就無法真正理解文意，更無法與作者的意趣共鳴。因此，文言文教學，教師“講”些什么，怎么“講”，很值得一提。

首先，教師的“講”不能貪多求全。教師要“講”的重點是常用詞法（包括古今異義、一詞多義和詞類活用等）、特殊句式（包括判斷句、省略句、倒裝句、被動句等）和古代文化常識三個方面，而不是從頭到尾，一講到底。就某篇文章而言，教師要“講”的三個方面，也應有所側(cè)重、有所選擇，做到因文施教。這樣也許會有人擔心教師沒講到的學生會不會理解。事實上，一些淺顯的文言文，如果注釋充分，再加上教師有重點的講解和點撥，學生大致疏通文意的要求還是能夠達到的。即使開始學生有些地方讀不懂，但日積月累，學生讀懂的地方就會越來越多。

其次，教師的“講”要講究方法?！笆凇睂W生學習文言文的“漁”。直述規(guī)律時，如古漢語中的詞類活用現(xiàn)象和賓語前置句、狀語后置句、判斷句等句式特點必須教會教透；可比較差異，包括古今詞義的不同，語法的差異、詞性的變化以及古代文化的差異，讓學生懂得“用現(xiàn)代漢語該怎么說”就行了；可歸納整理，幫助學生做好文言文知識的歸納整理工作，促使學生掌握的文言文知識條理化和系統(tǒng)化，并由此產(chǎn)生領悟和聯(lián)想，提高自學能力。

第三，學會摘錄。“不動筆墨不看書”，課標要求學生“用摘錄或制作卡片等方法積累閱讀材料”。學習文言文，摘錄尤其重要，可以指導學生準備常用文言實詞、虛詞、通假字、古今詞義差異、詞類活用等卡片，摘抄一些成語、警句、詩詞曲中的名句。在粗知大意基礎上反復朗讀，并逐步加深理解，這是學習文言文的基本方法，也是提高學生文言文閱讀能力的重要途徑。

三、在教學手段上，實施“誦讀”策略。

“書讀百遍，其義自見”，意思是說反復朗讀能領會文章的旨意。大聲朗讀，口熟而成誦是文言文教學的特殊要求。因為文言文比現(xiàn)代文更講究韻律，古人常采用“吟唱”的方式來誦讀詩文，今天雖然我們并不提倡“吟唱”，但“書讀百遍”仍是學習文言文的重要方法，要求學生讀準字音，注意停頓，讀出語氣感情，誦讀在學生理解文意、體味情感、感受作品的意境、提高語言感悟能力等方面的確大有裨益。尤其是有些難句、長句一時領會不透，學生在反復朗讀中就會逐步弄清其義。對學生的誦讀要進行科學的、有針對性的指導，需要避免毫無目的機械重復的讀，根據(jù)作品的特定要求，給學生以朗讀的節(jié)奏、語氣、語調(diào)、語速等方面的指點；每次的讀要有不同的明確的要求，是讀準字音、讀清句讀，還是讀出語氣、讀出語勢；是在讀中粗知大意、掌握思路，還是在讀中體味情感、感悟意境；這些要求都要具體給學生以明確的導向。講后的誦讀會對課文產(chǎn)生一種全新的認識，進一步加深對課文的理解，才是真正的“理解的朗讀”，才是朗讀目的之所在。誦讀需與會意密切結(jié)合，以求借助誦讀，在更深層次上理解文意，如

代漢語的成語中可作大量的遷移。比如“肉食者謀之”的“謀”和“不謀而合”的“謀”；“前人之述備矣”的“備”和“關懷備至”的“備”、“素悍勇而輕齊”中的“素”和“素不相識”的“素”等等。當然，也可以將文言詞語和現(xiàn)代漢語中不同義的詞進行遷移，進行多義詞和古今異義詞的訓練。

五、在知識積累上，應重視“課外閱讀”策略

“教是為了不教”，課堂教學是文言文教學的核心部分，它與整個語文教學的要求是一致的，所以文言文教學的最終目的是要教會學生學習文言文的方法?！傲⒆阏n內(nèi)，向外延伸”是培養(yǎng)學生自主學習能力的一種良好的文言文教學形式。故教師應以培養(yǎng)學生的主體意識，調(diào)動學生的主體能力為宗旨，設計多變的教學形式來調(diào)動學生的學習積極性，使學生不僅能真正主動學懂大綱要求的文言知識，還能遷移所學知識，閱讀課外文言文文段。學生要獲得閱讀課外文言文的能力，光靠課內(nèi)教材上為數(shù)不多的文言文來練習是不夠的。所以教師一方面應鼓勵學生自己閱讀課外文言文，另一方面教師還必需選擇一些與課文有關的、難易適度的課外文言文來進行有針對性的練習，從而達到真正意義上的學以致用的目的。

語文課程標準要求七—九年級學生背誦古今優(yōu)秀詩文80篇（段），附錄中推薦了50篇（段）優(yōu)秀詩文，其余部分有待教材編者和教師補充推薦。因此，僅靠教材中的幾十篇文言文是遠遠達不到目標的。教師要有計劃地找一些符合學生閱讀心理的、與課文深淺程度相當?shù)摹⒂凶⑨尩奈难宰髌纷鳛檎n外閱讀材料讓學生閱讀，使學生